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Subject:   RE: Algebra
Author: Geonzy
Date: Aug 19 2010
If you're looking for big changes, check out www.algebra.org



On Aug 19 2010, wiredwullff wrote:
> On Aug 17 2010, kathy25 wrote:
> Foundations of Algebraic thinking
> is a great start. Conceptual
> thinking and multiple
> representations are the focus. This is a book
> published by Math
> Solutions through Scholastic. The 6-8 book is your
> best bet for
> the kids you are focused on. Many of the lessons in the
> book are
> a great start for Algebra 1.

On Aug 14 2010, KLH wrote:
> > I
> am teaching Algebra I and Algebra II for the first time in about
>
> > twelve years.  We need to use projects to teach the topics as much
> > > as possible.  I am teaching at a poor, inner city school.  
Any
> > > ideas/help would be greatly appreciated.
HI , I guess this was
> emailed to me as you want input- when I was in grade 2or3 the
> teacher in a speacial program to show algebra could be taught at
> that level had us solve very simple equations like 2+Y=4 ,Y BECAME
> THE "MYSTERY NUMBER" and it was presented like a game. then she
> worked up to 2+Y-1=4 , a "quadradic" equation[sorry about
> spelling].I think algebra can express so many levels of mathmatical
> ideas there is so much to choose from. I would think easy questions
> and keeping it simple would keep it from being something taking up
> all the student's time [homework] and keep it fun. If it's too hard
> they might be tempted to drop it to keep thier grades up{grading has
> changed so much I don't know what's up} i am not a teacher. i always
> liked seeing things visualized and solving a simple measurement
> problem like the how high a tree is is fun as you can go out and do
> it. you could say this problem involves
> algebra,trignometery,geometry, and the decimal system or fractions
> depending on how it was presented. how do you measure it without
> actually placing measuring tape and climbing it? If you know the
> distance from a spot to the base of the tree and a rangefinder can
> be used or sextant to find the distance from that spot to the top.
> call the angle from the base to the top a right angle[more or less-
> accepting the distance which calls up calculus]the length can then
> be determined  from the base to the top and is the "mystery number"
> in algebra and you can use this problem to help explain the
> definitions of higher math with a visual physical and practical
> application-It's how we first figured the distance to the moon
> before reflected light rays and it is or was used quite a bit -you
> can do without the sextant and do a rough measurement with a stick
> and string to sight the top from the spot away from the base to give
> a angle [you have that angle,walk from the base using one foot in
> front of the other and the right angle to give a acceptable
> answer[you could check by picking a tree you could actully climb or
> use a safe spot like a spot on a second story you could drop a tape
> measure from-to see how close you came and you could explain in the
> physical world you can only figure so close anyway[not down to the
> atom]you have to only figure what is acceptable [what got us to the
> moon had to be figured with only so much error]. whew I hope you
> found something here or it stimulated some thought.

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